Identity of teachers in the Specialized Educational Service: constituting the multiple faces of the self

Abstract

This study seeks to understand the development of identity in the Specialized Educational Service (SES), based on the conceptions, characteristics and relationships established throughout their careers. Such analysis, which employs a qualitative approach, highlights part of the results of an educational research carried out with SES teachers working in the Municipal Education Network of Caucaia, Ceará, in virtual format, via the Google Meet platform. Data was analyzed through discourse textual analysis. Therefore, it was found that the conceptions, characteristics and relationships established in their careers play an intense role in shaping the identity construction of SES teachers, especially when associated with the professional development process. However, the characteristics attributed to these teachers seem to be typified by the current paradigm of inclusive special education, prescribing welfarism, charitable and missionary views in relation to the profession. It is considered that all these ideas need to be overcome, in favor of a more conscious and emancipated teacher identity in the context of SES.